届高考英语听力特训2word文本 24Word格式文档下载.docx
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届高考英语听力特训2word文本 24Word格式文档下载.docx
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Kellerman:
Basicallylinguisticandnumericalskills—orreadingandmathematics,toputitplainly—whichisunfortunatebecausesomechildrenareboundtosuffer。
Agoodexamplewasafriendofmine'
ssonwhowaskeptoutofthetopclassatschoolbecauseofhisaverageI.Q.—that'
saround100。
Hisfather,thoughhehadnoideahissonwasgoingtobeanarchitect,alwayssaidhewasacleverchild。
Apparentlyhewasabletopicturethingsinhismindanddrawaccuratelyataveryearlyage.Thepointisthathisuniversitylifemightnothavebeensodifficultifhisabilityhadbeenrecognizedsooner.
Whatyou’resaying,then,isthatsomechildrenhaveabilitiesthatarenoteasytomeasure,thataren'
tappreciatedbymanyschools。
Kellerman:
Precisely。
Andiftheseskillsarenotspottedsufficientlyearly,theycannotbedeveloped.That’swhy,inmyview,therearesomanyunhappyadultsintheworld。
Theyarenotdoingthethingstheyarebestat.
Whataretheseotherkindsofintelligence,andhowcanwerecognizetheminourchildren?
Well,takemusicaltalent。
Manychildrennevergetthechancetolearntoplayaninstrumentbut,whiletheymightnotbecomegreatartistsorcomposers,theymaygetalotofpleasureandsatisfaction。
Musicallygiftedchildrenarefascinatedbyallkindsofsounds—carhorns,animalnoisesandsoon.Andtheycaneasilyrecognizetunesandsingtheminkey。
Howcanaparentencouragethem?
Mrs.Kellerman:
Singtothemandteachthemnewsongs.Buyapianoorevenacheapinstrumentsuchasarecorder.Ifyoucanaffordit,sendthemtolessonsassoonaspossible.Playrecordingsofdifferentinstrumentstothem.
Whataboutachildwhoisgoodatsport?
Couldthatbedescribedasaformofintelligence?
Mostcertainly.Wepsychologistscallit'
motor’,orbodily,intelligence。
Thesechildrenmovegracefullyandhandleobjectsskillfully。
Achildwhofindsiteasytotakethingsapartandusevarioustoolsmaywellbecomeanengineerwiththerightencouragement.Weshouldgivethemmodelstomakeandtakethemtosciencemuseums。
However,unlessthesechildrenarealsogoodwithwordsandnumbers,theywillprobablynotdowellinschoolexaminations。
Isthereanythingaparentcandotohelpinthiscase?
Yes.Itmaybeworthspendingmoneyonprivatelessons。
But,youknow,hardlyanyoneisgoodateverything。
Inmyopinionachildshouldbejudgedonhisindividualtalents。
Afterall,beinghappyinlifeisputtingyourskillstogooduse,nomatterwhattheyare。
Teacher:
Ithinktherearealotofreasonswhyit'
sgoodforchildrentoread。
Er。
。
.Notjustreadingforpleasure,butallofthesubjects,nomatterwhatsubjectitis,involvesomereading,evenifit’sjustart。
(Mmm。
)Theyhavetoreadthedirectionstodoanartproject,and.。
ah.SocialStudiestheyhavetoread.Sciencetheyhavetoread。
Andthemoretheyread,ah,theeasier,ah,themoretheirvocabularywillexpand,andthebetterthe.。
.they'
lldointheirothersubjects.Erm..。
Alsofor,forpleasure,erm,es,er,especiallyhereinPuertoOrdazwheretherearen'
tverymanythingstodo。
In。
..insteadofbeingoutdoingsomethingtheyshouldn'
tbedoing,ah,theycanchoosereadingasahobby。
Erm。
..Italsoimprovestheirlanguagetremendously。
Icanreadacompositionthatastudenthaswrittenthathas,thatreadsalotandIknow,er,thathereadsalotbyhisuseofthelanguageandhisvocabularyandalotofadvancedsentencestructurethatsomeoneofthatagenormallywouldnot,er,beabletohandle。
Whatelse?
Erm...Sometimeschildrenwhohaveverylimitedexperiences,whosefamiliesdon’tgetoutverymuch,er,maybenothaveenoughmoney,er,ah,juststayathomealot,havereallimitedexperiencesandbyreadingtheycanexpandtheirexperiencesaboutwhathappensintheworldandI'
vehadchildrenwho,inareader,seeapicture,anexerciseandtheyseeapictureofalionandtheydon’tknowwhatitis,becauseeithertheirparentshaven’treadtothem,ortheyhaven'
treadbooks,ortheyhaven'
tbeenout.Andiftheyhaven'
tbeentoazootoseeanactualliontheycouldhavereadinabook,orhadtheirparentsreadtothemabout,er,lions.Andtheymissthe,theproblem,becausetheymay,onceyoutellthemwhatitis,explain,theycandotheexercise,butbecausetheydidn'
tknow,didn’thavetheexperience,theyweren’tabletodoit。
Erm.。
er...Forsurvivallater,too.Ifyoucan’tread,erm,acook-bookora,amanualto,torepairthings,you'
relostinthatyouhavetorelyonsomeoneelseto,always.Andyou'
renot,er,independent.
Interviewer:
Whatisitgoodforchildrentoread?
Teacher:
Ithinkchildrenshouldreadeverything,that,er,notjustlimitittomysterybooks,orjusttosciencefiction。
Infacttherearesomechildrenwho,whosay,’No,no。
Ijustwanttoreadsciencefiction,'
but,er,Ithinktheyshouldread,er,fromdifferentareas.Er。
..Thenewspaper,magazines。
TheSchoolsubscribesto,eventhoughit’sasmallschool,we’vegotteninthebudgetapprovedtohavefifteenmagazinescomein,andduringtheirSilentSustainedReadingtimecanreadmagazines。
if。
.。
Anythingthat’swrittendown,Ithinktheyshouldread.Whetherasignornewspaper,textbook,everything,andnotjustlimitittooneortwothings.Erm..。
Ithinkalotofparentsdisagreethatchildren,theysayifthey'
rereadingcomicbooksthey'
rewastingtheirtime,butifIhaveachildwho’sapoorstudent,ifhe’llreadacomicbook,er,I'
mhappybecausehe’sreadingsomething.Orifhe’s,whilehe’seatingbreakfasthe’sreadingthebackofthecerealboxhe'
sstillreadingsomethingandIwouldn'
ttakeitawayfromhimandsay,'
Stopwastingyourtime,’Becausethatisasteptogoontofurtherreadingandifyoulimitittocertainareas,thenthatwill,itsometimes,itwillstiflethemandthey’llstopreadingcompletely。
Andthey'
llsay,'
IfIcan’treadthecomicbookthenIdon’twanttoreadanything.'
Butreadingthecomicbookcould,erm,theysay,’WellIenjoyedthisandIunderstoodthis,er,IthinkI’lltrysomethingelse,’andthatexpandstheirreading。
Andtheycanlearnsomethingfromacomicbook。
.It’salsoimportant,erm,ifastudent,if,alotofthekidswanttoplaygamesandtheydon’t,it'
sanewgametheydon'
tknowhowtoplay,iftheycan’treadtheinstructions,thentheywon’tbeabletoplaythegame。
Or,iftheyhaveanewtoy,erm,iftheycan’treadtheinstructions,theycouldpossiblybreakthetoy,and,bynotlearninghowtouseitproperly。
Eversinceyoustartedtoschool,andperhapsbefore,youhavebeengiventests.Onetypeoftestyouhaveprobablytakenisanintelligencetest,atestdesignedtodetermineyourabilitytolearnoryourabilitytochangebehavioronthebasisofexperience。
Itisnotjusttest—giverswhomakejudgementsaboutintelligence,however。
Mostofusmakeeducatedguessesorinferencesabouthowsmartorintelligentapersonisfromthewayhedoescertainthings。
Weusuallycallpeopleintelligentiftheylearnquickly,knowanswerstoalotofquestions,andcansolvedifficultproblems。
Whenapsychologiststudiesintelligence,therearemanyquestionsthathewantstoanswer.Butthefirstquestionhemustaskis:
Whatisintelligence?
Mostpeoplethinkofintelligenceasoneability。
Wesay,"
Annissmart"
Butisintelligencereallythatsimple?
Isitonlyoneability?
Intryingtounderstandthesequestions,itmightbehelpfultolookatathleticability。
IfMitchisagoodbasketballplayer,dowesaythatheisagoodathlete?
Whatifheispoorinbaseball?
Whatifhecan’tplayfootball?
Evenifapersonisgoodatsports,isheequallygoodinallofthem?
Thisisthesamekindofproblemwehavewhenweask,"
Whatisintelligence?
"
WhatifEstelleisverygoodinmath,butverypoorinspelling?
Issheintelligentorunintelligent?
Maybethereisnotjustonekindofintelligence,butseveraldifferentkinds.Youprobablyknowpeoplewhoareverygoodinsomesubjects,butnotgoodinothers,anditislikelythatyouarethesameway.Youfindsomesubjectseasierthanothersandyoudobetterinthem.Mostpeoplearelikethat—theyarenotequallygoodineverything.
Intryingtounderstandthenatureofintelligence,apsychologisttriestofindouthowvariousabilitiesarerelatedtoeachother。
Todothis,hedevisesintelligencetestswhichhaveseveralparts—eachpartmeasuringadifferentability。
Thekindsofabilitiesthatthesetestsmeasureinclude:
1。
Howwellwordscanbedefinedandunderstood;
2.Howwellarithmeticproblemscanbedone;
3.Howwellfactscanberemembered。
Aretheseabilitiesrelatedtoeachother?
Ifastudentisgoodatsolvingarithmeticproblems,willhealsobegoodatrememberingfacts?
Ifhecandefineandunderstandalotofwords,willhealsobegoodinarithmetic?
Tofindtheanswerstothesequestions,thepsychologistcorrelatesthescoresfromeachpartofthetest。
Acorrelationisamathematicalwayoffindingoutiftheseabilitiesarerelatedtoeachother。
Iftwoabilitiesarecorrelated,itmeansthatifyouaregoodatone,youwillprobablybegoodattheother—or,ifyouarepooratone,youwillprobablybepoorattheother。
When
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